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Publication details [#67030]

Ssentanda, Medadi. 2019. Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda. Language Matters: Studies in the Languages of Africa 50 (2) : 141–163.
Publication type
Article in journal
Publication language
English
Keywords
expectation | L2-acquisition | language policy | language proficiency | primary school | rural community | thematic curriculum | vocabulary growth
Language as a subject
English
Place, Publisher
Routledge

Annotation

The expectation of the National Curriculum Development Centre (NCDC) of Uganda is that, using a thematic curriculum, learners in rural primary schools will learn at least 800 English words after three years of instruction in the language as a subject. This study debates why this expectation is unrealistic.